< Previous76 DAY 1 Focus Question 7 How can I do things for myself? Using 3-Step Instruction Cards Kindergarten children are at their best when they are given opportunities to make choices, apply their knowledge and skills, and work both cooperatively with others and independently. Today you will introduce 3-Step Instruction Cards to the children in your class and encourage them to follow three simple steps to complete an activity with minimal support. Vocabulary English: independently; see Book Discussion Card 03, Elizabeti’s School, for additional words Spanish: independientemente Question of the day: What do you like to draw? Transitions • Movement: Mighty Minutes 86, “Movement Patterns” • Rhyme: Mighty Minutes 90, “Fluttering Moths” Large Group Discussion and Shared Writing • Display 3-Step Instruction Card 09, “Draw a Picture.” • Explain to the children that the instruction card shows them what steps to follow to complete an activity independently, or by themselves. • Point to the numerals 1, 2, and 3 next to each step on the card. • Point to the picture next to the first step and ask, “What do you think this picture is telling us to do?” Explain that the picture tells them to get a sheet of paper and a pencil or crayons. • Point to the picture next to the second step and ask, “What do you think this picture is telling us to do?” Explain that it tells them to draw a picture. • Point to the picture next to the third step and ask, “What do you think this step is telling us to do?” Explain that it tells them to write their names. • Tell the children that you will display the “Draw a Picture” card at the Arts station for them to use throughout the day. Throughout the year, children will use 3-Step Instruction Cards to help them complete experiences independently. By introducing these cards and guiding children through the process of using them, you are setting children up for more independent learning as the school year progresses. Including all children If possible, review 3-Step Instruction Cards in the children’s first language prior to reviewing them in English. For example, if you plan to introduce a card to the children in English in the afternoon, first introduce it in Spanish in the morning. Large-Group Extension As you interact with children throughout the day, consider the following: • Display 3-Step Instruction Card 09, “Draw a Picture,” at the Arts station. Invite the children to follow the guidance on the card. • Review the question of the day. Invite the children to draw a picture of their idea. • Notice how the children refer to the card when they are at the Arts station and offer support as needed. Beginning the year considerations Use positive guidance strategies such as redirection to address unacceptable behaviors that might arise during an activity. You might say, “Josiah, I see that you are pushing all the magnetic letters off of the table. We need to keep the letters on the table so your classmates can use them, too. Here is a tray for you to build your words on to make it easier to keep the letters on the table and off the floor.”The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 77 Kindergarten Entry Assessment Survey Over the next two days, take time to observe for Objective 17a, “Uses and appreciates books and other texts,” and Objective 18b, “Uses emergent reading skills,” using the Intentional Teaching Card ™ listed here or the questions and prompts in the Kindergarten Entry Assessment Survey. You can observe for both dimensions today or continue making your observations tomorrow. • Intentional Teaching Card LL43, “Sharing a Story” Large-Group Roundup • Display and review 3-Step Instruction Card 09, “Draw a Picture.” • Introduce 3-Step Instruction Card 05, “Play a Game.” • Explain to the children that tomorrow they will use both 3-Step Instruction Cards to draw a picture and play a game. Reflecting on the Day • How did the children show an understanding of the steps on the 3-Step Instruction Cards? • How can you teach the children to use 3-Step Instruction Cards when they are displayed at the learning stations? You might draw the children’s attention to the displayed card and review the steps at the beginning of the work time. You might also use the same 3-Step Instruction Card each day for several days until the children can use it proficiently. Read-Aloud Read Elizabeti’s School. • Use Book Discussion Card 03, Elizabeti’s School. Follow the guidance for the first read-aloud.78 DAY 2 Focus Question 7 Large Group Discussion and Shared Writing • Review the question of the day. • Explain that a job is a task that people do. • Discuss why jobs are important to have in the classroom. • Create a list of the jobs the children currently do to take care of the classroom. • Say, “Let’s create a list of jobs and assign someone in the class to each one!” • Use Intentional Teaching Card SE25, “We’ll Get the Job Done!” to create a Classroom Jobs chart with the children. • Display the Classroom Jobs chart in a place where the children can refer to it throughout the day. Including all children Consider the children’s interests and abilities as you create the Classroom Jobs chart. Include a variety of tasks that are less challenging or require minimal support, such as fish feeder, board cleaner, librarian, and light switch operator. Large-Group Extension As you interact with children throughout the day, consider the following: • Refer to the Classroom Jobs chart at appropriate times throughout the day. Give positive feedback as the children attempt to complete their jobs. • Notice any additional tasks you can add to the Classroom Jobs chart. • Display the 3-Step Instruction Cards you have introduced to the children. Invite the children to follow the guidance on the cards throughout the day. Beginning the year considerations Now that you’ve spent several weeks together in the classroom, you and the children will be able to have a more meaningful discussion about what needs to be done each day to keep the classroom in order. Generate a list of jobs together. You may need to ask leading questions and make a few suggestions, such as “What jobs do we need to do to keep the room organized?” or “How can we organize the room to keep each other safe?” Classroom Jobs Taking care of the classroom is a shared responsibility. Talk with children about the jobs they currently perform and how their efforts help keep the classroom neat and organized. Today you will revisit classroom jobs, discuss what each job entails, and create a job chart with titles and pictures for children to refer to throughout the school year. Vocabulary English: job Spanish: trabajo Question of the day: How do you help take care of the classroom? Transitions • Movement: Mighty Minutes 70, “Wind It Up” • Game: Mighty Minutes 22, “Similar Words” How can I do things for myself? The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 79 Read-Aloud During your read-aloud, take time to do the following: • Review the plot of the story. Invite the children to identify a problem or conflict in the story. • Ask, “How did the characters in the story solve the problem?” Kindergarten Entry Assessment Survey Continue to observe for Objective 17a, “Uses and appreciates books and other texts,” and Objective 18b, “Uses emergent reading skills,” using the Intentional Teaching Card ™ listed here or the questions and prompts in the Kindergarten Entry Assessment Survey. • Intentional Teaching Card LL43, “Sharing a Story” Large-Group Roundup • Review the Classroom Jobs chart with the children. • Remind the children that each day or week you will rotate the children’s names on the chart so everyone will get the opportunity to do each job. Reflecting on the Day • Which classroom jobs did the children seem eager or excited to do? Which jobs seemed less interesting to the children? • How can you ensure that children get to participate in each classroom job? You might set up a system in which you change jobs more or less frequently depending on the number of jobs listed and children’s interest in them. This gives children the opportunity to take on different types of roles and responsibilities in the classroom.80 DAY 3 Focus Question 7 Large Group Discussion and Shared Writing • Review the question of the day. Talk about the choices the children made. • Explain that a choice is when you pick something you want. • Talk with children about when they make choices throughout the day. For example, they might choose an activity when you are working with a small group, when they go to a learning station, as they arrive in the morning, and when they have extra time after completing a task. • Display 3-Step Instruction Card 06, “Sort the Items,” and 3-Step Instruction Card 14, “Count How Many.” • Review each step on the cards with the children and demonstrate how to follow the steps. • Create a T-chart. Label one column Sorting and the other Counting. Ask the children to select which 3-Step Instruction Card they would like to do and add their name to the appropriate column of the chart. • Display the chart at the Math and Games station for the children to refer to throughout the day. Large-Group Extension As you interact with children throughout the day, consider the following: • Display 3-Step Instruction Card 06, “Sort the Items,” and 3-Step Instruction Card 14, “Count How Many,” at the Math and Games station along with each card’s necessary materials. Invite the children to follow the guidance on the card they chose during large group. • To help the children continue to work independently in the classroom, encourage them to choose activities to complete during other parts of the day. Including all children English-language learners and children who speak English benefit from interacting with each other during small-group activities. When English-language learners hear their classmates use English, it helps them develop oral language competency, and when children who speak English hear other languages, they are exposed to new cultures and vocabulary. Beginning the year considerations As you provide children with choices throughout the day, you might notice some children struggling to choose from their options. Try narrowing choices down to support these children. You might say, “Selena, you may choose either the Library station or the Math and Games station. Where do you want to go?” When children know what activities are available to them and can make decisions on their own, they feel empowered, and the classroom dynamic is a positive one. Classroom Choices The time spent supporting children during everyday tasks helps build a foundation for their independence. The more opportunities you provide for children to complete activities independently and make their own choices, the more confident they will feel in doing things themselves. Today you will introduce the children to the many times of day when they can choose a task to complete independently or with minimal support. Vocabulary English: choice; see Book Discussion Card 03, Elizabeti’s School, for additional words Spanish: opción Question of the day: Would you rather draw a picture or read a book? Transitions • Game: Mighty Minutes 27, “Hat Soup” • Movement: Mighty Minutes 35, “Silly Steps” How can I do things for myself? The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 81 Kindergarten Entry Assessment Survey Take time to observe for Objective 3a, “Balances needs and rights of self and others,” using the Intentional Teaching Card ™ listed here or the question and prompt in the Kindergarten Entry Assessment Survey. • Intentional Teaching Card SE24, “What Can We Create Together?” Large-Group Roundup • Invite the children to share the 3-Step Instruction Card they chose to do during the day. • Express your excitement for children performing tasks on their own. Reflecting on the Day • What activities can you offer to the children that they can complete independently? • How can you help the children choose activities themselves? For example, you can continue to introduce and use 3-Step Instruction Cards during the open-ended times of your day and provide opportunities for children to choose from a few cards at a time. Read-Aloud Read Elizabeti’s School. • Use Book Discussion Card 03, Elizabeti’s School. Follow the guidance for the second read-aloud.82 DAY 4 Focus Question 7 Large Group Discussion and Shared Writing • Review the question of the day. • Ask, “What are some things that you do by yourself at school?” • Create a list of the children’s responses on chart paper. • Choose one activity to discuss, such as handwashing or reading a book. • Say, “Just like our 3-Step Instruction Cards have steps to follow, [reading a book] by ourselves has steps to follow, too.” • Introduce the word order and explain that it means when something is arranged or done in a certain way. • Explain that you [read a book] in a specific order. You might say, “When I want to read a book by myself, I go to the Library station first. Then I choose a book; read the book; and, finally, put the book away.” • Write and illustrate the steps of one activity on a piece of chart paper. • Display the chart paper at the [Library] station for children to use when they want to [read a book] independently. Including all children Steps that feature text with visuals support children who are beginning to learn how to read. The visuals and simple language also help English-language learners who might be unsure of what steps to follow for a specific task or activity. Large-Group Extension As you interact with children throughout the day, consider the following: • Write lists of steps for other activities that the children do by themselves. • Display the lists where the children can refer to them throughout the day. • Add new lists for additional activities that children can do independently. Beginning the year considerations Be mindful of how you offer support and encouragement to children. Saying, “Here, I can help you,” as you help a child with a challenging task sends the message that she cannot do it on her own. However, saying, “I see that you are trying hard to read your book. I am here to help you if you need me,” lets her know that you are there to support her while still encouraging her to try to do it independently. Things I Can Do by Myself When children are provided with steps that include words and visuals of what they are expected to do, they feel more confident in their ability to complete tasks independently. Today you will discuss the tasks that children can complete independently and create a list of steps to follow. Vocabulary English: order Spanish: orden Question of the day: What can you do by yourself? Transitions • Movement: Mighty Minutes 38, “The Giant’s Breakfast” • Game: Mighty Minutes 45, “ ¡ Sí! ¡ Me gusta!” How can I do things for myself? The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 83 Read-Aloud During your read-aloud, take time to do the following: • Discuss the sequence of events in the story. Ask the children to recall the events that took place in the beginning, middle, and end. • Ask, “What did the characters learn by the end of the story?” Kindergarten Entry Assessment Survey Over the next two days, take time to observe for Objective 20b, “Quantifies,” and Objective 22a, “Measures objects,” using the Intentional Teaching Card ™ listed here or the questions and prompts in the Kindergarten Entry Assessment Survey. You can observe for both dimensions today or continue making your observations tomorrow. • Intentional Teaching Card M07, “Body Math” Large-Group Roundup • Review the charts that you created with the children throughout the day. • Explain that tomorrow the children will discuss tasks that they need to practice doing by themselves. Reflecting on the Day • How did the children refer to the 3-Step Instruction Cards to complete activities independently? • What modifications can you make to help children use 3-Step Instruction Cards more proficiently? For example, you might reintroduce the cards you plan to use each day during your morning large-group meeting. You could also model each step on the card so the children can see how to complete the activity independently. 84 DAY 5 Focus Question 7 Large Group Discussion and Shared Writing • Review the question of the day. Create a list of activities that the children suggest. • Explain that sometimes things are a challenge , which means they are difficult to do, but if you practice , or do something over and over again, you can get better at it over time. • Say, “When you were babies, you couldn’t walk, but you kept practicing and now you can walk, run, and climb.” • Set up a simple beanbag toss activity using beanbags and a basket. • Invite the children to take turns tossing three or four beanbags into the basket. Notice where the child’s first toss lands and call her attention to any progress she makes: “Josie, your first throw landed all the way over here, but when you practiced, your beanbags got closer to the basket.” • Ask, “What challenging things would you like to practice this year?” Create a list of the children’s responses. Including all children When giving an example of things the children can do now, be sensitive to all children’s abilities. For example, if there is a child in your class who has a physical disability, choose a skill such as talking, drawing, or counting instead of walking. Large-Group Extension As you interact with children throughout the day, consider the following: • Set up the beanbag toss game in your classroom so the children can continue to practice. • Use Intentional Teaching Card P19, “Practice Kicks,” to give the children an opportunity to practice additional skills. • Acknowledge the children’s efforts when they attempt challenging tasks or activities. For example, you might say, “Romeo, you are working very intently to write your name neatly on your paper. The more you practice writing your name neatly, the faster you will get at it.” Beginning the year considerations You and the children in your class have come a long way since the first day of school six weeks ago! From helping children learn to manage strong emotions to supporting them as they establish positive peer and adult relationships, you have built and nurtured a strong classroom community and provided children with the strategies and skills they need to have a successful school year. As you plan for the weeks and months ahead, be sure to refer back to the guidance and activities in this Teaching Guide to build upon children’s social–emotional development in meaningful ways throughout the year. We Can Do Challenging Things! Most kindergarten children are ready to plan and pursue more challenging tasks, but some may be quick to give up, thinking they cannot do something. You can help build their confidence and desire to persist by encouraging them to identify and practice challenging activities. Today you will introduce the concept of practicing skills and support children as they practice a simple task to help them see their improvement. Vocabulary English: challenge; practice; see Book Discussion Card 03, Elizabeti’s School, for additional words Spanish: reto, practicar Question of the day: What game or activity is hard or tricky to do? Transitions • Movement: Mighty Minutes 79, “Mirror Me” • Movement: Mighty Minutes 87, “Balancing Act” How can I do things for myself? The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 85 Kindergarten Entry Assessment Survey Continue to observe for Objective 20b, “Quantifies,” and Objective 22a, “Measures objects,” using the Intentional Teaching Card ™ listed here or the questions and prompts in the Kindergarten Entry Assessment Survey. • Intentional Teaching Card M07, “Body Math” You have completed the Kindergarten Entry Assessment Survey! This invaluable information can be used alongside your ongoing observations to plan meaningful and individualized instruction for children and help inform conversations with family members and teaching partners about children’s development and learning. Large-Group Roundup • Invite the children to share any challenging tasks or skills they practiced during the day. • Ask, “How did practicing the activity help you?” Reflecting on the Day • What skills were the children interested in practicing? • How can you provide opportunities for children to practice their chosen skills? For example, you might invite a family member or expert from the community to visit the classroom and work on the skill with the children. Read-Aloud Read Elizabeti’s School. • Use Book Discussion Card 03, Elizabeti’s School. Follow the guidance for the third read-aloud.Next >